vdoe :: virginia department of education home€¦ · web viewva sol standard: 1.1 the student...

Physical Education Framework for Instruction Strand: Motor Skill Development Grade Level: 1

VA SOL Standard: 1.1 The student will demonstrate approaching mature form and the correct critical elements (small, isolated parts of the whole skill or movement) of locomotor, non-locomotor and manipulative skills.

ESSENTIAL UNDERSTANDINGS The body can balance and move in a variety of ways even without traveling. Locomotor skills are used in everyday activities.

VDOE Standard(s)Student Friendly Language

What will the student know and be able to do

SUGGESTED / SAMPLEASSESSMENTS

Terms (Vocabulary) and Content Information

SUGGESTED / SAMPLE ACTIVITIES

1.1 a) Demonstrate critical elements and distinguish between galloping, leaping, skipping, and sliding.

Suggested Learning Targets:

I can show how to gallop, leap, skip and slide in my own space.

I can identify pictures of (or describe with words) galloping, leaping, skipping, and sliding.

1.1 b) Demonstrate non-locomotor skills of twisting, curling, bending, stretching and balancing on different body parts.


I can show a twist, curl, bend and stretch with my body.

I can safely perform balances with different body parts.

I can show how to imitate animal movements (i.e.; bear, alligator, frog, inch worm) through a gallop, slide, jump and crawl.

Assessment for Learning (Formative)

Teacher observation.

Skill checklist: Perform each locomotor skill and movement correctly.

Assessment of Learning(Summative)

Cognitive Assessment oVerbalo Identify pictures of movements

Skill rubric

Sample Rubric

4 Consistently demonstrates (name movement):

- Student consistently performs all critical elements.

- Student needs no reminders.3 Usually demonstrates (name

movement):- Student usually performs the critical

elements.- Student needs occasional

reminders.

GallopoStep one foot forwardoBring back foot to front foot (back foot does

not go ahead of front foot).

LeapoTake-off on one foo.oLand on the opposite foot

SkipoStep one foot forwardoHop on that footoStep forward on other foot and hopoRepeat

Sliding oSide leadsoStay on balls of feet oStep/close, step/closeoBend knees oNo crossoveroBoth directions

Body Awareness:oBody parts (e.g., arms, legs, elbows, knees,

head, neck, shoulders, wrist, feet, chest, waist, hips, back, hands)

oBody shape (e.g., stretched, curled, wide, narrow, twisted, symmetrical and asymmetrical)

Perform the movements in personal space, general space, in games and with music.

Movement related activities such as:o Imitating animal movements.

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=12468#.V1h5cbfmrcs

o Imitating words such as: Swaying – elephants walking and trees swaying in the wind.

o Imitating objects or activity movement.http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=11042#.V0S4m7fmrcs

Chasing, fleeing and dodging activities.

Bending in the tuck, pike and squat position.

Stretch (log roll, bear walk).

Curling motions in standing,

2 Sometimes demonstrates (name movement):

- Student sometimes performs some of the critical elements.

- Student needs several reminders.1 Seldom demonstrates (name

movement):- Student seldom performs the

critical elements.- Student needs repeated reminders.

oBody action (e.g., flexion, extension, rotation, swing, push, pull)

Spatial Awareness:oLocation (e.g., personal and general space)oDirections (e.g., forward, backward,

sideways, up, down)oLevels (e.g., high, middle, low)

lying and sitting positions.

Body balance challenges.

Resources: SHAPE America National Standards and Grade-Level Outcomes; VDOE Physical Education Instructional Resources http://www.doe.virginia.gov/instruction/physed/index.shtml; http://www.pecentral.org/lessonideas/cues/CueSearchresults.asp; www.PEUniverse.com ; http://www.shapeamerica.org/publications/resources/teachingtools/lesson_plans.cfm

http://www.shapeamerica.org/publications/resources/teachingtools/lesson_plans.cfm

http://www.doe.virginia.gov/instruction/physed/index.shtml



ESSENTIAL UNDERSTANDINGS There are basic critical elements associated with manipulative skills. Skills need to be practiced and learned in isolation before applying or adapting them to unpredictable games/activities. Self- and peer-assessments/observations help students learn to move and execute skill patterns correctly, efficiently and effectively.

VDOE Standard(s)Student Friendly LanguageWhat will the student know

and be able to do




1.1 c) Demonstrate approaching mature forms (at least two critical elements) for use in manipulative skills (e.g., rolling ball underhand to target; throwing underhand to targets; underhand toss and catch to self and with a partner; dribbling with hand in general space; dribbling with foot; kicking stationary ball to target; striking stationary object with hand or with short-handled implement; throwing underhand and volleying object upward with various body parts).


I can show rolling/throwing a ball underhand using the correct cues.

I can show dribbling a ball with (hand or foot) using the correct cues while (specific movement such as: stationary or moving).

I can demonstrate dribbling a ball with (hand or foot) using


Skill checklist

Skill rubric: Perform each locomotor skill and movement correctly.


Skill rubric: Perform each locomotor skill and movement correctly.

Sample Volleying/Striking Rubric ElementsoKeep a balloon in the air

when sittingoKeep a balloon in the air

when standingoKeep a balloon in the air

when moving

Rolling: oFace targetoArm backoTic toc swing oStep with opposite foot oFront knee bentoSmoothly release ball near the

front foot on the flooroFollow through

Throwing Underhand:oUse one hand oUse a pendulum swingoStep with opposite foot

Catching:oPinkies together if ball is below

your waistoThumbs together if ball is above

your waistoHands give toward body

Dribbling with hand:oKeep hand on top of the ball

using finger padsoEyes upoKeep the ball at waist level

Kicking with foot:

Rolling and underhand throwing activities:oToward a wall/partner/targetoFor distance and accuracyhttp://www.pecentral.org/lessonideas/ViewLesson.asp?ID=132742#.V35oiziYbIU

Dribbling with hands activities:oStriking the ball down and catching itoStriking down continuously with both handsoStriking down continuously with one hand oDribbling at different heightsoDribbling in different places around the body while

stationary Games/activities for dribbling with hand such as:

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=357#.V0SwjLfmrcs

Kicking and dribbling with foot activities:oTapping the ball along the ground and moving itoStarting and stopping the balloDribbling in pathwaysoDribbling around stationary obstaclesoDribbling while changing directions.oKicking a stationary ball from a stationary positionoKicking in the air (distance, accuracy and height)oApproaching a stationary ball and kickingoKicking on the ground, in the airoKicking to targetsoKicking stationary to a traveling partner

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=132742#.V35oiziYbIU

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=132742#.V35oiziYbIU

the correct cues while (e.g.; specific patterns, speeds, levels, traveling through obstacles).

I can show striking a (specific activity e.g.; balloon, beach ball, different types of balls) using the correct cues for (specific type of striking e.g.; underhand, overhand, etc.).

I can show striking an object with a (specific implement e.g.; paddle, etc.) using the correct cues.

o Identify targetoEye on balloContact ball below the middle of

the ball. oContact ball with inside of foot or

shoe laces oFollow through landing on

kicking foot

Dribbling with feetoUse the inside of the footoUse small taps to control the balloHead upoKeep control of the ball (control

box)

Cues for striking/volleying with hands to self.oKeep eyes on objectoStay under the objectoKeep it up/no catch

Striking/volleying with hands activities:oStriking balloons in the airoStriking with an underhand patternoStriking a ball to the walloStriking a ball upward continuouslyoVolleying overhand to the walloVolleying underhand to the walloVolleying to a partneroStriking a ball over a lineoStriking over a low barrier

Striking with short handled implements:oStriking a balloon with a paddleoStriking a self-tossed objectoStriking an object straight upwardoStriking upward continuouslyoStriking downward continuouslyoStriking an object upward with both sides of the paddleoStriking an object in desired directionoVarying the force of the hitoStriking through a target

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=8393#.V0S2QLfmrcs

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=7579#.V0S2brfmrcs

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=359#.V0S3N7fmrcs

Low organized games involving throwing and/or catching, kicking, striking, volleying

Stations involving throwing and/or catching, kicking, striking, volleying

Resources: SHAPE America National Standards and Grade-Level Outcomes; VDOE Physical Education Instructional Resources http://www.doe.virginia.gov/instruction/physed/index.shtml; http://www.pecentral.org/lessonideas/cues/CueSearchresults.asp;www.PEUniverse.com; http://www.shapeamerica.org/publications/resources/teachingtools/lesson_plans.cfm





ESSENTIAL UNDERSTANDINGS There are basic critical elements associated with manipulative skills while moving. Skills need to be practiced and learned in isolation before applying or adapting them to unpredictable games/activities Self- and peer-assessments/observations help students learn to move and execute skill patterns correctly, efficiently and effectively.






1.1 d) Demonstrate at least two critical elements for the manipulative skills of catching, throwing underhand, striking, dribbling and kicking, while moving.


I can show throwing and catching a ball with a partner using the correct cues.

I can show catching a ball when thrown to me at different levels.

I can show dribbling a ball with (hand or foot) while moving using the correct cues.

I can demonstrate dribbling a ball with (hand or foot) using the correct cues while (e.g.; specific pattern, speed, level, traveling through obstacles).

I can show striking an object with a (specific implement e.g.; paddle, tennis racket) while moving using the correct cues.


Skill rubric

Oral: State skill cues


Skill rubric

Sample Rubric

4 Consistently demonstrates (name movement)

- Student consistently performs all critical elements

- Student needs no reminders.- Student can perform skill when

moving3 Usually demonstrates (name

movement)- Student usually performs the

critical elements- Student needs occasional

reminders- Student can perform skill when

moving2 Sometimes demonstrates (name

movement)

Catching:oEye on ball.oPinkies together if ball is

below your waist.oThumbs together if ball is

above your waist.oHands give toward body

Throwing underhand: oFace target. oUse dominant handoUse a pendulum (tic toc)

swingoStep with opposite foot oFollow through

Cues for underhand striking with one hand to partner:oHold ball in front of hitting

handoArm backoStep with opposite footoFlat hand

Dribbling with hands:oKeep hand on top of the ball

using finger padsoEyes upoKeep the ball at waist level

Catching activities: oCatching an object at different levels while

traveling

Dribbling with hands activities:oDribbling and changing speed of traveloDribbling while changing directionsoDribbling in different pathwaysoDribbling around stationary obstacles

Games/activities for dribbling with hand such as:http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=12173#.V0Sy-7fmrcs

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=11729#.V0Szg7fmrcs

Kicking and dribbling with foot activities:oDribbling in pathwaysoDribbling around stationary obstaclesoDribbling while changing directions.oDribbling, kicking for a goaloApproaching a rolling ball and kickingoTraveling and kicking to a targetoTraveling and kicking to a partner

Striking/volleying with hands activities:oStriking balloons in the airoStriking with an underhand patternoStriking a ball to the wall

I can show striking a (specific activity e.g.; balloon, beach ball, different types of balls) while moving using the correct cues for (specific type of striking e.g.; underhand, overhand, etc.).

- Student sometimes performs some of the critical elements

- Student needs several reminders

- Student can perform skill when stationary

1 Seldom demonstrates (name movement)- Student seldom performs the

critical elements- Student needs repeated

reminders- Student can perform skill when

stationary

Dribbling with feet: Use both the inside of the foot Use small taps to control the

ball Head up

Striking with short-handled implements: Side to target Step with the opposite foot

oStriking a ball upward continuouslyoVolleying overhand to the walloVolleying underhand to the walloVolleying to a partner

Striking with short handled implements:oStriking an object upward/downward while

walkingoStriking an object upward/downward while

walking and changing directionsoStriking with a forehand motionoStriking with a backhand motion

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=8393#.V0S2QLfmrcs

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=7579#.V0S2brfmrcs

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=359#.V0S3N7fmrcs

Low organized games involving throwing and/or catching, kicking, striking and volleying.

Stations involving throwing and/or catching, kicking, striking and volleying.

Have students create games using manipulative skills.

Resources: SHAPE America National Standards and Grade-Level Outcomes; VDOE Physical Education Instructional Resources http://www.doe.virginia.gov/instruction/physed/index.shtml; http://www.pecentral.org/lessonideas/cues/CueSearchresults.asp; www.PEUniverse.com;http://www.shapeamerica.org/publications/resources/teachingtools/lesson_plans.cfm





ESSENTIAL UNDERSTANDINGS The variety of ways the body moves and how the body balances during movement. Critical elements of movement must be done correctly to move efficiently and effectively. Performing a variety of movements and balance will lead to effective body management.


and be able to do

SUGGESTED / SAMPLEASSESSMENTS Terms (Vocabulary) and Content Information SUGGESTED / SAMPLE

ACTIVITIES

1.1 e) Demonstrate simple educational gymnastic skills to include balancing at different levels, two different rolls (narrow or curled), moving in two different directions and transfer of weight.


I can show how to balance by performing balances at different levels.

I can show how to roll by performing different rolls in a tumbling sequence.

I can do four skills in a row: balance, roll, turn and leap/kick/jump and perform them in a tumbling sequence.

Assessment for Learning(Formative)

Teacher observation

Skill check list

Skill rubric

Assessment of Learning(Summative) Skill check list

Demonstrate a tumbling sequence with 5 different components that travels in at least two directions.

Gymnastics Sequence Components:

1. Clear beginning shape2. Two different rolls (narrow

or curled)3. Two balances at two

different levels4. One transfer of weight5. Clear ending shape

Sample Rubric

4 Consistently demonstrates all critical elements without

Educational gymnastics foundational skills include:oRolling: Weight transfer over adjacent body parts as in a

forward roll.oStep- like actions: Weight transfer using nonadjacent body

parts as in a cartwheel.oFlight: Weight transfer involving loss of contact with a

supporting surface as in a jump.oBalance: Maintaining stillness over the smallest base

possible as in a handstand.

Tuck: Knees bent, drawn up to the chest; body is folded at the waist. Also, a jump with knees to chest.

Pike: A position where the body is bent only in the hips.

Straddle: A sitting position with the legs wide. It can also be performed at height.

Layout: A position in which the body is completely stretched, toes pointed and legs straight.

Extend: To make larger or wider.

Sequence: Two or more skills which are performed together creating a different combination skill.

Balance: Grounded and secure position

Static balance: The ability to maintain one's balance when not moving or to hold a certain position without moving.

Static BalancesoUse different body partsoUse different body shapes oAt different levels (from low

to the ground to standing)

Dynamic BalancesoTransfer weightoMule kick/donkey kickoGaining balance when

stopping movements

Rotation/RollingoLog rolloEgg rolloRocking horse

Traveling movementsoDifferent directions, speed,

size of steps, levels, pathways and force

oAnimal walksoWalking on a lineoLow balance beam

Movements that combine shapes, levels, directions and pathways into simple educational gymnastics sequences that are either

reminders.3 Usually demonstrates the

critical elements with occasional reminders.

2 Sometimes demonstrates some of the critical elements with several reminders.

1 Seldom demonstrates the critical elements with repeated reminders.

Dynamic balance: The ability of an object to balance while in motion or switching between positions.Examples include: stork stand, scale, tip up, tripod, headstand. Cues are tight core.

Transitions: Movement from one position to another

Mule kick: (donkey kick modification– kick up one foot at a time)oPlace hands flat on the matoKeep head downoKeep arms straightoJump with two feet (hands remain still)oLand on two feet

RollsoForward Roll: Balance on feet in tuck position, chin to

chest, tip forward, keep body rounded and tight.oLog Roll:

http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=30

oEgg Roll: Bring your knees up to your chest and hold them with your hands. Lower your chin toward your knees as much as possible; Roll down the mat.

oRocking Horse:http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=29

Animal WalksoCrab WalkoBear WalkoFrog JumpoSeal Crawl

teacher- or student-created

Resources: SHAPE America National Standards and Grade-Level Outcomes; VDOE Physical Education Instructional Resources http://www.doe.virginia.gov/instruction/physed/index.shtml; www.PECentral.com; www.PEUniverse.com http://www.shapeamerica.org/publications/resources/teachingtools/lesson_plans.cfm





ESSENTIAL UNDERSTANDINGS Creative dance for students can help develop critical thinking skills, body awareness and social interaction. Movements can be matched to different music and sounds. Performing a variety of movements with music/rhythms will lead to effective body management.






1.1 f) Demonstrate moving to a beat or rhythmic pattern in personal (self-space) and general space.


I can match my movements to different music and sounds by using the correct rhythm in my own personal space.

1.1 g) Perform a teacher-led dance.


I can do rhythmic patterns by mirroring and performing a teacher-led dance.


Teacher observation using skill checklist:

SampleoStudent follows along with

teacher.oStudent maintains personal

space.oStudent maintains correct beat or

rhythmic pattern.


Skill check list:

SampleoTravels safely through general

space.oMaintains good self-space.oMoves to the beat of a slow drum.oMoves to the beat of a fast drum.oUses locomotor and non-

locomotor skill combinations that flow from one movement skill to the next.

Rhythm: Regular, repeated pattern of sounds or movements.

Beat: Steady pulse of a song.

Combinations: Putting two or more dance moves together.

Pattern: Repeating a sequence. Mirroring/matching: Copying

another individual’s actions.

Quarter Turn: Turn toward one wall and repeat sequence.

Four Wall Dance: A dance containing four quarter turns.

Locomotor and non-locomotor movement combinations with/without partner. Use locomotor skills in a rhythmic pattern for self- expression.

Rhythmic activities with manipulatives (e.g., parachutes, rhythm sticks)Example:Parachute – activities such as: ripples and waves; merry-go-round; the mountain and onside the mountain and popcorn.

Stories created by students to act out.

Movements in relation to self and various obstacles and equipment that may include moving under/over, on/off, in front/behind, near/away, around and alongside.

Note: Music without lyrics is recommended. Music with lyrics should be reviewed and pre-approved by the school administration prior to use.

Perform a teacher-led dance. Criteria:oMust show consistency in the

repetition of the performance. oRhythm and timing of the

movements are correctly performed to the music.

Sample rubric

4 Consistently demonstrates all critical elements without reminders.

3 Usually demonstrates the critical elements with occasional reminders.



Resources: SHAPE America National Standards and Grade-Level Outcomes; VDOE Physical Education Instructional Resources http://www.doe.virginia.gov/instruction/physed/index.shtmlGoNoodle.com: create a free account for various dance videos and activitieshttps://www.youtube.com/watch?v=6BJBJ7DOR-Q: Pop See Koo by Koo Koo Kangaroohttp://www.shapeamerica.org/publications/resources/teachingtools/lesson_plans.cfm





ESSENTIAL UNDERSTANDINGS The body balances and moves in a variety of directions, pathways and speeds. Critical elements of movement must be done correctly to move efficiently and effectively. Performing a variety of movements alone and when moving with others will lead to effective body management. Moving at low levels requires a wider base of support for balance.






1.1 h) Demonstrate forward, sideways, backwards (slow) and side-to-side directions.


I can show the teacher how to move forward, sideways, side-to-side and backwards (slowly) safely in a physical activity/game.

1.1 i) Demonstrate low, medium and high levels.


I can move when I am small and when I am tall by performing these movements in a physical activity/game.

1.1 j) Demonstrate straight, curving and zig zagging pathways.


I can move in a straight line, a curved line and in a zig zag pattern in a physical activity/game.


Teacher observation

Skill check list

Skill rubric

Drawing pictures of different pathways.

Assessment of Learning (Summative)

Sample cues include: oQuick changes in speedoVisual awarenessoQuick changes in pathways while

travelingoQuick changes in direction while

traveling

Sample rubric



2 Sometimes demonstrates some of the critical elements with several

Body Awareness:oBody parts (e.g., arms, legs, elbows,

knees, head, neck, shoulders, wrist, feet, chest, waist, hips, back, hands)

oBody shape (e.g., stretched, curled, wide, narrow, twisted, symmetrical and asymmetrical)

oBody action (e.g., rotation, swing, push, pull)

Spatial Awareness:oLocation (e.g., personal and general

space)oDirections (e.g., forward, sideways,

backwards (slow only) and side-to-side, clockwise, counterclockwise, up, down, right and left

oLevels (e.g., high, middle, low).oPathways (e.g., curved, straight, spiral,

zigzag)

Relationships:oPerson (e.g., alone, with partner, with

group, meet, part, match, mirror, follow, lead, dodge).

oEquipment/Objects (e.g., near, far, in, out, over, under, around, on, off, above, below, through).

oOther (e.g., moving in relation to music, to

Movement activities in self-space and general space that include static and dynamic movements while engaged in locomotor skills.

Activities that include changing shapes, pathways and levels, with or without equipment.http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=10190#.V1h8Irfmrcs

Activities that include chasing, fleeing and dodging.

Movements in relation to self and various obstacles and equipment that may include moving under/over, on/off, in front/behind, near/away, around and alongside.

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=10190#.V1h8Irfmrcs



1.1 k) Demonstrate fast, slow and moderate speed movements.


I can move slowly like a turtle and fast like a rabbit.

I can start, stop and change directions when I hear the signal during a physical activity/game.

reminders.1 Seldom demonstrates the critical

elements with repeated reminders.

the environment).

Speeds include: fast, slow and moderate.

Resources: SHAPE America National Standards and Grade-Level Outcomes; VDOE Physical Education Instructional Resources http://www.doe.virginia.gov/instruction/physed/index.shtml; http://www.shapeamerica.org/publications/resources/teachingtools/lesson_plans.cfm www.PEUniverse.com

http://www.PEUniverse.com/





ESSENTIAL UNDERSTANDINGS There are basic critical elements associated with the performance of jumping rope. Skills need to be practiced and learned in isolation before applying or adapting them to higher level skills.






1.1 l) Demonstrate consecutive jumps (more than one) with a self-turn rope.


I can show different ways to jump over a short rope.

I can consecutively jump over a short rope.

1.1 m) Demonstrate consecutive jumps with a long rope (student-turn).


I can show different ways to jump over a long rope.


Teacher observation

Skill check list Sample:

- Forward jumping- Backward jumping- Jog step jumping- One foot jumping- “Skier” jumping- Crisscross jumping

Self/Peer assessments


Perform a jump rope routine.

Criteria – oStudent selection of jump rope

moves that are each performed with four repetitions before moving on to the next move.

oThe moves should be jumped continuously.

oPerformance of the moves can be to music or with another student.

Jumping stationary ropeoFace forward, eyes looking straight

ahead (not down at rope).oTwo feet take off, two feet land.

Jumping self-turn ropeoFace forward, eyes looking straight

ahead (not down at rope).oTwo feet take off, two feet land.oHands at sides, rope over the head

and under feet (timed for jump to occur).

Teaching cuesoPut the ends (handles) of the jump

rope into each hand. Begin with the jump rope behind your body.

oSwing the jump rope gently to the front of your body and then to the back. Practice this several times going front and back.

oSwing the jump rope to the front and let it stay on the ground. Keep the rope still and jump over it.

oSwing the jump rope to the front of your body and when it gets close to your feet, JUMP!

Rope turn may be added by a partner or teacher.

Teaching Progression for Short Rope:oBasic jump rope skills using a line

and/or stationary rope and a self-turn rope.

oTurn, catch with toes/feet and step over.

oTurn, step over (no jump), repeat.oPut the ends (handles) of the jump

rope into each hand. Begin with the jump rope behind your body.

oSwing the jump rope gently to the front of your body and then to the back. Practice this several times going front and back.

oSwing the jump rope to the front and let it stay on the ground. Keep the rope still and jump over it. Practice this step several times.

oSwing the jump rope to the front of your body and when it gets close to your feet, JUMP! Practice to get the timing just right. Once you get the timing, continue to jump.

Sample Rubric





Resources: SHAPE America National Standards and Grade-Level Outcomes; VDOE Physical Education Instructional Resources http://www.doe.virginia.gov/instruction/physed/index.shtml; http://www.shapeamerica.org/publications/resources/teachingtools/lesson_plans.cfm;Make your own rubric using: http://www.rcampus.com/indexrubric.cfm; Mark Rothstein’s World of Jump Roping: http://www.worldofropejumping.com/;http://www.doe.virginia.gov/instruction/physed/index.shtml; http://www.shapeamerica.org/jump/peresources/adaptedjumprope1.cfm ; http://www.buyjumpropes.net/resources/jump-rope-tricks-and-tips/; http://www.brighthubeducation.com/pre-k-and-k-lesson-plans/64118-kindergarten-jump-rope-lesson-plan/

http://www.rcampus.com/indexrubric.cfm



Physical Education Framework for Instruction Strand: Anatomical Basis of Movement Grade Level: 1

VA SOL Standard: 1.2 The student will identify basic anatomical structures and basic spatial awareness concepts.

ESSENTIAL UNDERSTANDINGS Bones and muscles allow the body to move in a variety of directions. The health of bones and muscles depends on movement. The heart is a muscle that needs activity to be strong. The heart and lungs work together.


and be able to do




1.2 a) Identify where the brain is located.


I can point to where my brain is location.

1.2 b) Explain that muscles attach to bones to help the body move.


I can tell that muscles connect to bones to help me move in many ways.

1.2 c) Describe how the heart and lungs work together to keep the body moving.


I can tell that my lungs bring air into my body.

I can that my heart pumps blood in my body that has the oxygen supplied from my


Teacher observation (oral questions)

Identify picture of the heart, lungs and brain


Written: Identify picture of bones, heart, lungs and brain.

Identify (name, circle, draw a picture of) one activity that makes the heart beat faster.

Sample Rubric

4 Consistently demonstrates concepts and skills.- Student can consistently share

(muscles and bones are connected to help me move)

- Student needs no cues or hints3 Usually demonstrates concepts and

skills.- Student can consistently share

Bones: http://kidshealth.org/en/kids/bones.html

Muscles: http://kidshealth.org/en/kids/muscles.html

Heart: Muscle that pumps blood throughout your body, located in your chest.ohttps://kidshealth.org/en/kids/heart.html

ohttp://www.cyh.com/HealthTopics/ HealthTopicDetailsKids.aspx?p=335&np=152&id=1446

Lungs: Large organs that help you breathe, located in your chest.ohttps://kidshealth.org/en/kids/lungs.html

ohttp://www.cyh.com/HealthTopics/ HealthTopicDetailsKids.aspx?p=335&np=152&id=2406

Cardiorespiratory system: Composed of the heart, blood vessels and respiratory system. oThe heart is a muscle and gets stronger

with exercise so a strong heart doesn’t have to work as hard to pump blood to the rest of the body.

Use visuals to depict bones and muscles.

Incorporate knowledge concepts into movement activities.http://www.heart.org/idc/groups/heart-public/@wcm/@global/documents/downloadable/ucm_313195.pdf

Videos: oBones:

http://kidshealth.org/en/kids/ssmovie.html

oMuscles: http://kidshealth.org/en/kids/msmovie.html?WT.ac=en-k-htbw-main-page-g

http://www.pecentral.org/ lessonideas/ViewLesson.asp?ID=132892#.V0jbPcv2bIU

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=132892#.V0jbPcv2bIU



http://kidshealth.org/en/kids/muscles.html

http://kidshealth.org/en/kids/bones.html

heart.

1.2 d) Explain that the heart is a muscle that gets stronger with movement.


I can tell that the heart is a muscle that needs me to move to keep it strong.

(muscles and bones are connected to help me move)

- Student needs an occasional cue or hint.

2 Sometimes demonstrates concepts and skills.- Student can share (muscles and

bones are help me move) Student needs several cues and hints.

1 Seldom demonstrates concepts and skills.- Student cannot share (muscles and

bones help me move) even with repeated cues and hints.

oExercise also allows your lungs to hold more air.

oWith a strong heart and lungs, your cells get oxygen faster and your body works more efficiently.

Cardiorespiratory Endurance: A measurement of how well your heart, lungs and muscles work together to keep your body active over an extended period of time.

Resources: VDOE Physical Education Instructional Resources http://www.doe.virginia.gov/instruction/physed/index.shtml ; http://www.heart.org/HEARTORG/Educator/Educator_UCM_001113_SubHomePage.jsp; www.pecentral.org; https://kidshealth.org/en/kids/heart.html http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=1446; http://www.heart.org/idc/groups/heart-public/@wcm/@global/documents/downloadable/ucm_313195.pdf

http://www.heart.org/idc/groups/heart-public/@wcm/@global/documents/downloadable/ucm_313195.pdf

http://www.heart.org/HEARTORG/Educator/Educator_UCM_001113_SubHomePage.jsp


Physical Education Framework for Instruction Strand: Anatomical Basis of Movement Grade Level: 1

VA SOL Standard: 1.2 The student will identify basic anatomical structures and basic spatial awareness concepts.

ESSENTIAL UNDERSTANDING Appropriate space is the ability to move and control the body without touching others, objects and remaining within defined boundaries. Body awareness, spatial awareness and boundaries, promote safety. Movement can occur in general and personal space.


and be able to do




1.2 e) Demonstrate appropriate use of personal and general space.


I can show how I can find personal space by moving and not touching anyone or anything in a physical activity/game.

I can show how I can find general space by moving and not touching anyone or anything in a physical activity/game.

Assessment for Learning(Formative) Teacher observation

General space assessment:http://www.pecentral.org/assessment/carspaces_mriggs.pdf


Skill checklist

Personal/Self-Space: A place all by myself where I cannot touch anyone or anything.http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=12

Cues for using Proper Self-Space: oEyes forward.oSpeed check.oMove to open spaces.oBalanced stops.oAvoid contact with people or objects.

General Space: All of the space in the whole room.http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=10

Cues for using Proper General-Space: oEyes checking surroundings to maintain

personal spaceoMoves in personal/general space without

touching anyone or anything.

Defined boundaries: The lines, marked or unmarked, that tell students where a game or activity should be played.

Perform a variety of movements in personal space and general space in games and with music.

ohttp://www.pecentral.org/lessonideas/ Cues/ViewCues.asp?ID=245

ohttp://www.pecentral.org/Lessonideas/ ViewLesson.asp?ID=11920#.V1h2Fbfmrct

oStudents pretend they are cars. They drive around in general space and then park their cars on the cue in their personal space. If they can open their car doors (put our arm straight out to the side) they have found good personal space. (See summative for lesson assessment.)

Resources: SHAPE America National Standards and Grade-Level Outcomes; VDOE Physical Education Instructional Resources http://www.doe.virginia.gov/instruction/physed/index.shtml; www.pecentral.org






Physical Education Framework for Instruction Strand: Fitness Planning Grade Level: 1

VA SOL Standard: 1.3 The student will identify changes in the body that occur during moderate-to-vigorous physical activity.

ESSENTIAL UNDERSTANDINGS Activities that create changes in intensity levels will change the heart and breathing rate which results in the heart growing stronger. Physical activity can be done at school, home and in the community alone, with friends and/or with family members






1.3 a) Identify activities to do at home to help the body move and grow.


I can draw one activity that I can do at home to keep me healthy.

I can tell what I can do at home to keep me active.

I can tell the difference between healthy and unhealthy activities to do at home.

1.3 b) Identify one activity that increases heart and breathing rates to make the heart stronger.


I can name activities that I do at home that make my heart and breathing faster.

1.3 c) Describe and demonstrate activity at two or more intensity levels.


I can show two levels of intensity by doing activities slowly and then fast.

I can name activities that I do at home

Assessment for Learning(Formative) Teacher observation

Samples:oStudents feeling heartbeat.oStudents use fingers 1-5 to identify

which level of intensity they worked in a physical activity.

Student names benefits of physical activities (tells a partner)

Select/identify/draws pictures of physical activities that have health benefits


Oral: Student can name one health benefit of physical activities such as “makes me strong,” “makes my heart strong,” or “makes me feel good.”

Written: Draw (or select from several pictures) one activity that can be done at home.

Draw (or select from several pictures) one activity that can be done at home with family and/or

Healthy home activities: Activities that help the body move and grow such as:oRunning, walking your dog,

riding your bike, etc.

Unhealthy home activities: Activities that do not physically benefit your body such as:oWatching TV, playing on a tablet

and playing video games that do not involve moving.

Fitness activities: Activities that you can perform at home such as:oPush-ups, curl ups and other

exercises.

Intensity Levels (Example)o Intensity Level 1 – Media Seato Intensity Level 2–Slow- such as

walkingo Intensity Level 3– Medium- such

as skipping, gallopingo Intensity Level 4–Fast- such as

jogging/runningo Intensity Level 5 - Sprinting

Intensity: How hard a person is working during an activity.

Participate in a variety of physical activities at different intensity levelsExamples:oLevel 1: Media Seat – Teacher

discussing levels as students sit.oLevel 2: Students walk and talk

about the gym.oLevel 3: Students skip or gallop

around the gym; perform a well-known dance (one that all students know the steps); or a Just Dance on YouTube.

oLevel 4: Students jog or perform an intensity video.

oLevel 5: Students sprint or perform the intensity video for a longer period of time.

Students participate in a variety of stations that vary in intensity levels. Example:At each station, the students will use their hand as if it were their heart. At the end of each station, they will open and close their hand to show how fast their heart is beating. oStation examples: Running small

lap, scooters, step ups, reading, board games, exercise specific (list 5 exercises the students will repeat), etc.

that makes my heart beat faster and makes me breathe heavier.

I can show two different activities at different levels.

friends. Low intensity: Working your body minimally.

High intensity: Working your body at a rate in which your heart beats fast and you breathe quicker.

The students create and demonstrate an activity that can be performed at two different intensity levels.

Resources: SHAPE America National Standards and Grade-Level Outcomes; VDOE Physical Education Instructional Resources http://www.doe.virginia.gov/instruction/physed/index.shtml ; http://www.heart.org/HEARTORG/Educator/Educator_UCM_001113_SubHomePage.jsp



Physical Education Framework for Instruction Strand: Social Development Grade Level: 1

VA SOL Standard: 1.4 The student will demonstrate basic knowledge and skills for safe and cooperative play, individually and with others, without reminders from teacher.

ESSENTIAL UNDERSTANDINGS Safe participation is needed in all physical activity settings when participating alone or with others. Safe participation includes cooperative, respectful and safe behavior. Safe participation includes good listening skills, including the ability to follow rules and directions. Behaving well is as important as playing well. Rules promote the safety of the activity/games and helps to keep games fair. It is important to be aware of your surroundings, equipment and self-space when moving.


and be able to do




1.4 a) Work cooperatively and demonstrate safe equipment use with peers.


I can show how to share equipment and space with my class in a physical activity/game.

I can use equipment in a safe way with a group.

1.4 b) Demonstrate safety rules for activity.


I can follow safety rules in a physical activity/game.

1.4 c) Demonstrate safe use of space.


I can find personal and


Questioning to check for understandingSamples:oWhat does it mean to

move safely? oName a classroom rule.oExplain what it means to

be safe when using the equipment.

oExplain what good equipment care looks like.

oExplain the difference between personal and general space.

Teacher observation Sample: Would consist of each individual teacher’s safety rules for activities.

Drawing, cutting a picture from a magazine, or downloading a picture from the computer of a safety rule.

Cooperation: Working well together to achieve a goal. Defined as:oFollowing rules;oEncouraging others;oComplimenting others;oControlling temper;oWanting everyone to play well and

succeed;oWorking together toward a common goal;oHelping less skilled classmates;oPlaying under control;oSharing; oShowing concern for classmates’ feelings.

Safety: Keeping yourself and others free from harm and danger. *See SOL 1.2.e to see information on the demonstration of appropriate use of personal and general space.

Peer: A person who belongs to the same age group or social group as someone else.

Differences between rules and procedures:oRules are concerned about how students

behave and have penalties and rewards.

Students and teachers create classroom rules and expectations and then practice these routines for behavior. Examples include:ohttp://www.pecentral.org/climate/perules.html

oFirst Day Protocol http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=5868#.V02mKstdHIUl

oSportsmanship http://www.pecentral.org/bp/indivBPDisplay.asp?ID=2491&votes=47#.V02m5MtdHIU

oGym Gemshttp://www.pecentral.org/bp/indivBPDisplay.asp?ID=2312&votes=63#.V02jwctdHIU

oHigh Five Handhttp://www.pecentral.org/bp/indivBPDisplay.asp?ID=789&votes=59#.V1bJsLfmrcs

Review good equipment care: What it looks like

http://www.pecentral.org/climate/perules.html

general space by moving and not touching anyone or anything in a physical activity/game.

1.4 d) Identify classroom (procedural) rules.


I can tell the teacher the procedure for (specific procedure i.e.; collecting equipment; emergency drills; arriving late to class; etc.).


Teacher observation (checklist)- Active listening skills by

executing procedures and instructions

- Demonstrate safety rules for classroom safety and activity-specific safety

- Ability to work productively and cooperatively with peers during practice of skills and/or during physical activity

- Ability to work independently and on-task during physical education activities

- Move in a safe and controlled manner in personal and general space

Written: Draw (or select from several pictures) classroom procedural rules.

They guide student behavior. Examples include: Respect your classmates in your words and actions. Listen when someone else is talking. Follow the teacher’s directions.

oProcedures/routines are concerned about how things are done and have no penalties and rewards, only retraining when not met. Examples include: Entering and exiting the classroom. Collection and distribution of equipment. Appropriate times for moving around the gym. Emergency drills and procedures. Students going to the restroom. Late student arrival. Asking the teacher questions. Lining up for dismissal. Signals and response of students for quiet and attention.

In establishing procedures/routines, it is important to:oEnsure that students understand the

reason for the procedure. Example: So we can function in an acceptable and organized manner.

oClarify the procedure through modeling.oAllow students opportunities to practice

the routine through rehearsal.oTry not to overwhelm students by

teaching too many routines at once. The process of establishing routines and procedures may take several days.

oRevisit the procedures/routine process as often as needed.

(new) and what it looks like when you mistreat the equipment (broken). (*Emphasize this throughout the year at the beginning of each unit.)

Teach and the guide students through appropriate interactions with peers such as:oSharing, taking turns, following rules (with

teacher guidance and reinforcement).oStaying on task (for short periods with teacher

supervision).oListening quietly without interruption (for short

periods with teacher reinforcement).oExhibiting self-control.oWillingness to play with any child in the class

and recognize similarities and appreciate differences in people.

oShowing group cooperation. oLessons such as:

Incredible Encouragers – http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=3596#.V02lictdHIU

Sportsperson of the Day http://www.pecentral.org/bp/indivBPDisplay.asp?ID=1043&votes=74#.V02nDstdHIU

Spatial awareness games

Examples:oPoly Spot Driving

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9649#.V02jRctdHIU

oSpaghetti and Meatballshttp://www.pecentral.org/lessonideas/ViewLesson.asp?ID=11079#.V02fJstdHIU

oHula Hoop Car Road Triphttp://www.pecentral.org/lessonideas/

ViewLesson.asp?ID=9471#.V02iWMtdHIV

Resources: SHAPE America National Standards and Grade-Level Outcomes; VDOE Physical Education Instructional Resources http://www.doe.virginia.gov/instruction/physed/index.shtml; www.pecentral.org; http://www.ncpc.org/topics/conflict-resolution/activities-and-lesson-plans/conflict-management-grades-k-1

Physical Education Framework for Instruction Strand: Energy Balance Grade Level: 1

VA SOL Standard: 1.5 The student will identify basic nutrition concepts of energy balance.

ESSENTIAL UNDERSTANDINGS The body uses energy from food. The food groups are fruits, vegetables, grains, protein and dairy. Energy comes from the foods we eat. Fruits, vegetables and water are important to grow and be healthy.


and be able to do

SUGGESTED / SAMPLEASSESSMENTS Terms (Vocabulary) and Content Information SUGGESTED / SAMPLE

ACTIVITIES

1.5 a) Name the food groups as identified by the U.S. Department of Agriculture (USDA).


I can tell what the 5 food groups are.

1.5 b) Name one food from each (USDA) food group.


I can find a picture of one fruit, one vegetable, one grain, one protein and one dairy using food cards.

1.5 c) Explain that the body needs water.

Assessment for Learning (Formative) Questioning to check for

understanding.Samples:o In order for your parents to

drive a car, they have to put gas in it to make it move. What do we put in our bodies to make them move?

oName two activities that use a lot of energy and two activities that use less energy.

oWhat does energy in and energy out mean?

oBrenda is always tired when she gets home from school. What should she do to give herself some energy?

Select/identify pictures of fruits

Fruits: Provide vitamins, minerals and fiber to help the body stay healthy.oExamples: Oranges, strawberries, peaches,

cantaloupe, watermelon, grapes, bananas, blueberries and raspberries.

Vegetables: Provide vitamins, minerals and fiber to help the body stay healthy.oExamples: Broccoli, peppers, carrots, peas,

corn, spinach, lima beans, potatoes and kale.

Grains: Provide a source of fiber and gives us energy.oExamples: Whole grain bread, rice, pasta,

oatmeal, cereals and tortillas.

Protein: Helps build muscle, skin and bones. It is also gives us energy.oExamples: Chicken, turkey, beef, lunch meat,

nuts, fish, pork and eggs.

Use names of food groups for small group activities.

Use visuals to depict a variety of food group examples.

http://www.togethercounts.com/sites/ togethercounts.com/files/downloads/K_Thru_5/K-2_2.1_Healthy_Eating_Patterns.pdf

http://www.pecentral.org/lessonideas/ ViewLesson.asp?ID=132691#.V4qZzyT6upo

http://www.pecentral.org/lessonideas/ ViewLesson.asp?ID=9549#.V4qZ_ST6upo

Technology for small group activity stations: My Plate – Food Group Match Game – Dairy Council

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9549#.V4qZ_ST6upo



http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=132691#.V4qZzyT6upo



http://www.togethercounts.com/sites/togethercounts.com/files/downloads/K_Thru_5/K-2_2.1_Healthy_Eating_Patterns.pdf





I can explain why my body needs water to work and play.

1.5 d) Explain that physical activity uses energy from foods.


I can tell how my body uses energy from food when I move.

I can tell what energy in and energy out means by drawing/circling examples of foods and activities. I can name two foods that give me energy.

and vegetables

Student names healthy foods for different mealshttp://kidshealth.org/classroom/prekto2/personal/nutrition/breakfast_handout1.pdf


Oral: Student can tell the teacher that foods give the body energy

Draw three ways you can take in water. Samples: Water, milk, fruits such as oranges, watermelon and peaches, vegetables such as celery, corn or green beans.

Written: Draw (or select from several pictures) foods and activities that show energy balance.ohttp://kidshealth.org/

classroom/prekto2/personal/nutrition/energy_balance_handout1.pdf

ohttp://kidshealth.org/ classroom/prekto2/personal/nutrition/energy_balance_quiz.pdf

Dairy: Helps us build strong, healthy bonesoExamples- Milk, cheese and yogurt.

Balanced Diet: Contains the proper proportions of foods to maintain good health.

Nutrition: Eating food to help your body grow and stay healthy.

Water: Clear liquid you take in to help your body move, grow and be healthy. Water makes up more than half your body weight. You can take in water from water, milk, fruits and vegetables.

Reasons you need water: oTo help your blood carry oxygen to all your

body parts.oTo help your body fight off illness.oTo help your body digest food or break it

down.oTo help our body sweat so we can cool down.

Energy: Fuels our bodies to move, breathe, digest food, think, pump blood, etc.

Energy In: The energy we get from eating food from the five food groups and drinking water.oExamples- Fruits, vegetables, protein, whole

grains and dairy.

Energy Out: The energy we burn by doing physical activity.oExamples- Riding bikes, swimming, running,

playing tag, playing sports, jumping rope.

Energy Balance: The energy you burn equals the energy you consume with food and drinks.

Calorie: Energy in food and drinks that helps fuel our bodies.

Note: Be inclusive of a variety of food examples

http://www.healthyeating.org/Healthy-Kids/Kids-Games-Activities/My-Plate-Match-Game.aspx

Open PE Curriculum – Nutrition Quick Starts http://openphysed.org/open_blog/nutrition-education-program

Incorporate poems or songs about the food groups into rhythmic activities.

https://classroom.kidshealth.org/prekto2/ personal/nutrition/energy_balance.pdf

My Plate and Food Cards:http://www.fns.usda.gov/sites/default/files/dmp_foodcards.pdf

http://www.fns.usda.gov/multimedia/tn/ sump_level1.pdf

http://www.fns.usda.gov/multimedia/tn/sump_level1.pdf

http://www.fns.usda.gov/multimedia/tn/sump_level1.pdf

http://www.fns.usda.gov/sites/default/files/dmp_foodcards.pdf

http://www.fns.usda.gov/sites/default/files/dmp_foodcards.pdf

https://classroom.kidshealth.org/prekto2/personal/nutrition/energy_balance.pdf


http://openphysed.org/open_blog/nutrition-education-program

http://openphysed.org/open_blog/nutrition-education-program




http://kidshealth.org/classroom/prekto2/personal/nutrition/energy_balance_quiz.pdf



http://kidshealth.org/classroom/prekto2/personal/nutrition/energy_balance_handout1.pdf



http://kidshealth.org/classroom/prekto2/personal/nutrition/breakfast_handout1.pdf



that may be more familiar to various cultures.Resources: http://www.choosemyplate.gov/ ; See education resources and curriculum ideas; VDOE Physical Education Instructional Resources http://www.doe.virginia.gov/instruction/physed/index.shtml ; http://www.heart.org/HEARTORG/Educator/Educator_UCM_001113_SubHomePage.jsp www.GoNoodle.com ; http://www.togethercounts.com/sfts/home; https://jr.brainpop.com/health ; www.fns.usda.gov/tn/serving-myplate-yummy-curriculumYou Tube- Albert and Junior: Why do I have to drink water?; http://kidshealth.org/classroom/prekto2/personal/nutrition/breakfast.pdf; http://kidshealth.org/classroom/prekto2/personal/nutrition/school_lunch.pdf https://classroom.kidshealth.org/prekto2/personal/nutrition/energy_balance.pdf


http://kidshealth.org/classroom/prekto2/personal/nutrition/school_lunch.pdf

http://kidshealth.org/classroom/prekto2/personal/nutrition/breakfast.pdf

https://www.youtube.com/watch?v=gusOH0Nulok



http://www.choosemyplate.gov/

vdoe :: virginia department of education home€¦ · web viewva sol standard: 1.1 the student...

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